Crime Unit _ Section 1_Narratives
Crime Unit
Section 1-Narratives:
Contents
Page
Content
2
Unit Map
3-5
Benchmark Grid
6
Technology Options
7-8
Learner Section Guide
9-11
Warm-up (A1)
12-22
Crime Vocabulary (A2)
23-40
Crime Narratives: Reading Jigsaw (A3)
41-47
Grammar (A4)
48-49
Writing (A5)
50-52
Speaking (A6)
53-55
News Anchor (SP)
Hubbs Center EL Civics 2011-2013
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Crime Unit _ Section 1_Narratives
Narratives
Beg-Adv
Technology:
Watch a video,
attach a Word
document, send email all within Crime
topic.
Activity 2:
Crime Vocabulary
Use vocabulary for
crimes in a variety of
ways.
Activity 1:
Warm-up
Watch a video or
staging of a crime.
Discuss what you
know about crime.
Practice crime
vocabulary.
Activity 6:
Speaking:
Talk to classmates
about crime using the
vocabulary words
learned in this
section.
Section Product:
News Anchor
Watch the TV news and write
down information about
different crimes that were
committed. Answer wh
questions about the crimes.
Present the crimes as an
anchorman/woman to the
class.
Activity 4:
Grammar:
Identify base forms of
words and common
suffixes.
Activity 5:
Writing:
Write sentences
describing the type of
crime, criminal, &
criminal action. Use
different forms of the
base form in these
descriptions.
Hubbs Center EL Civics 2011-2013
Activity 3:
Crime Readings
Jigsaw:
Read crime
narratives, share
main points &
complete a chart with
this info. Answer
comp. questions.
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Crime Unit _ Section 1_Narratives
Section Benchmarks
Section Product (Description): Watch the TV news and write down information about different crimes that were committed. Answer wh questions about
the crimes. Present the crimes as an anchorman/woman to the class.
Activity Product:
Reading
Listening/Speaking
Writing
 Learners will produce… *Grammar Focus
*Grammar Focus
*Grammar Focus
Activity 1: Warm-Up:
 Discuss answers to
questions about theft
 Answer questions about
crimes on bubble chart
Watch a video or staging of
a crime. Discuss what you
know about crime.
Practice crime vocabulary.
 Match new vocab to
 Play a matching game to  Write definitions of new
definitions
identify new vocab
words on flashcards
 Match different vocab to  Discuss different types of
different parts of speech
suffixes to create nouns
Practice vocabulary for
and
meanings
and verbs
crimes in a variety of ways.
 Answer questions with
partner about crime
Activity 2: Crime
Vocabulary:
Activity 3: Crime
Readings Jigsaw:
 Read four crime stories
 Match new vocab word
to definition (adv)
Read crime narratives,
share main points &
complete a chart with this
info. Answer comp.
questions.
Hubbs Center EL Civics 2011-2013
 Explain read story with
 Answer comprehension
group to fill out chart
questions about four
crime stories
 Listen to Jigsaw answers
to fill out chart
Work, Soft Skills, &
Independent Learning
Technology
 Observe a staged theft
and discuss ideas as a
witness and next steps
 Use bubble chart to
organize questions
 Fill out chart in Word
 Watch a video
 Attach a Word
document to e-mail
 Open an attachment
 Fill out a chart to match
different parts of speech
and meanings
 Fill out Venn diagram to
compare crime in U.S.
and home country
 Answer discussion
questions using e-mail
or Word
 Attach to e-mail
 Fill out a chart using
Jigsaw
 Jigsaw in e-mail
 Send an e-mail
 Compile within a
Google doc
 Answer discussion
questions using e-mail
or Word
 Attach to e-mail
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Crime Unit _ Section 1_Narratives
Activity Product:
Reading
 Learners will produce… *Grammar Focus
Listening/Speaking
Writing
*Grammar Focus
*Grammar Focus
 Compare base forms of
verb with different added
suffixes to create
different parts of speech
 Write how different forms
of word are related
 Fill out CLOZE exercise to
practice related words
 Answer questions about
picture to practice related
words
Activity 4: Grammar:
Identify base forms of
words and common
suffixes.
Activity 5: Writing:
Write sentences describing
the type of crime, criminal,
& criminal action. Use
different forms of the base
form in these descriptions.
Activity 6: Speaking:
Talk to classmates about
crime using the vocabulary
words learned in this
section.
Hubbs Center EL Civics 2011-2013
Work, Soft Skills, &
Independent Learning
 Play a group game to
practice use of new
vocabulary and to answer
new questions about
crime
 Discuss comprehension
questions
Technology
 Writing activity done in
Word
 Tally on a scorecard
4
 Answer discussion
questions using e-mail
or Word
 Attach to e-mail
Crime Unit _ Section 1_Narratives
Activity Product:
Reading
Listening/Speaking
Writing
 Learners will produce… *Grammar Focus
*Grammar Focus
*Grammar Focus
Section Product: News
Anchor
 Report crime to partner
and then class about
what was witnessed
 Answer wh questions
about crime video (beg)
 Answer wh questions
about crime story on
news
Watch the TV news and
write down information
about different crimes
that were committed.
Answer wh questions
about the crimes.
Present the crimes as an
anchorman/woman to
the class.
Hubbs Center EL Civics 2011-2013
Work, Soft Skills, &
Independent Learning
Technology
 Watch a crime video
and answer questions
(beg)
 Find video on website
 Watch news at home
for crime info
 Answer discussion
questions using e-mail
or Word
 Attach to e-mail
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Crime Unit _ Section 1_Narratives
Technology Extension Options for Narratives Section
Note to teachers: You can do any or all of these options during the course of
this section. You can also assign different learners easier or more difficult
tasks, based on their technology skill level.
 For Option2 of A1, have students watch videos independently and ask
them to send an email answering the question, “What happened? Who
was it? What did he/she look like? Ask them what we should do next?
Did they understood what was happening? Did they pay attention to
how the person looked? Could they answer your questions when you
asked them about what happened and the person that did it? Do they
know how to report the crime?
 Have them fill out table in A1, Part 3 by completing in Word (send them
the document as an attachment, have them open/download, complete
their answers by typing them in, re-save with their name, attach to an
email that is sent back to the teacher.)
 A3 jigsaw can be done via email. Send different groups, different stories.
Have them compile into Google doc.
 A5 Writing activity can be done in MS Word.
 Have learners answer discussion question(s) first in groups verbally, then
in an email or Word document that they print, or save/attach to an
email.
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Crime Unit _ Section 1_Narratives
Learner Section Guide
The Problem: _____________________________________________________________
Solutions:
What skills do we need to solve this problem?
________________________________
_________________________________
________________________________
_________________________________
________________________________
_________________________________
Learning Goals
These are the learning goals we have for this unit.
Listening/Speaking
 Discuss questions about crime
 Talk about a story you read
 Report a crime
Writing/Grammar
 Answer questions about crime stories
 Grammar: Use noun and verb forms
of a word
 Grammar: Use different endings
(suffixes) to words to make related
words
 Grammar: Use ‘Wh’ words to ask and
answer questions about crime
Reading
 Read and answer questions about
what you saw during a crime
 Look for new vocabulary in reading
 Read stories about crime
Technology
 Open an attachment
 Add an attachment to an e-mail
 Find a video on a website
 Use e-mail to answer questions
 Use Word to answer questions
These 3 Learning Goals are most important to me:
Learning Goals
At the end of the unit…
1. _________________________________
Hard
So-so
Easy
2. __________________________________
Hard
So-so
Easy
3. __________________________________
Hard
So-so
Easy
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Crime Unit _ Section 1_Narratives
To meet these goals I will:
___ Come to class every day.
___ Practice English at work.
___ Study at home 15 minutes
every night.
___ Practice English outside of
school.
___ Study at home 30 minutes
every night.
___ Practice English with my family.
___ Go to the Learning Lab (1408)
for English help.
___ Practice speaking in class.
___ Go to the DEL (Computer lab1419) or computer help
___ Practice writing in class.
___ Read more every day.
Section Assessment:
Section Project Score: __________ Section Assessment Score: _________
Self Evaluation:
Check all that apply
Skill
I can
I can
I can
I can
Hubbs Center EL Civics 2011-2013
By Myself
Still Need Help
____ Need more computer skills
____ Need more English skills
____ I feel too nervous.
Help others: ____ I don’t need to do it.
____ I don’t want to do it.
____ Need more computer skills
____ Need more English skills
____ I feel too nervous.
____ I don’t need to do it.
____ I don’t want to do it.
____ Need more computer skills
____ Need more English skills
____ I feel too nervous.
____ I don’t need to do it.
____ I don’t want to do it.
____ Need more computer skills
____ Need more English skills
____ I feel too nervous.
____ I don’t need to do it.
____ I don’t want to do it.
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Crime Unit _ Section 1_Narratives
Warm-up (A1)
Part 1: Staging a Crime
Teacher’s Activity Directions:
Option 1: Acting
 Stage a nonviolent crime in your class such as a simple theft.
 For example, leave the room and have another person enter and take something
from the classroom.
 Return to the classroom and act surprised that the item is gone.
 Ask the students questions about what happened? Who was it? What did he/she
look like? Ask them what we should do next?
 Now tell students it was acting. Have the person who took the item return to the
class with the item so all can see it was an act.
 Now ask the students if they understood what was happening. Did they know
what to do when the person came in and took the item? Did they pay attention to
how the person looked? Could they answer your questions when you asked them
about what happened and the person that did it?
 Did they know what to do next? Did they know how to report the crime?
 Explain that during our next unit, we will be learning about crime, what it is, how to
prevent it, how to stay away from it (out of trouble), how to report it, and how to
get help if we experience crime.
 Pass out the bubble map on the next page and complete the follow-up activity.
Option 2: Video
 Play the crime video (http://video.foxnews.com/v/1622103036001/video-dunkin-donuts-robbery).
 Ask the students questions about what happened? Who was it? What did he/she
look like? Ask them what we should do next?
 Now tell students it was acting. Have the person who took the item return to the
class with the item so all can see it was an act.
 Now ask the students if they understood what was happening. Did they know
what to do when the person came in and took the item? Did they pay attention to
how the person looked? Could they answer your questions when you asked them
about what happened and the person that did it?
 Did they know what to do next? Did they know how to report the crime?
 Explain that during our next unit, we will be learning about crime, what it is, how to
prevent it, how to stay away from it (out of trouble), how to report it, and how to
get help if we experience crime.
 Pass out the bubble map on the next page and complete the follow-up activity.
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Crime Unit _ Section 1_Narratives
Staging a Crime Follow-up Activity (Beg.)
Directions: Read the question in each bubble. What are some possible answers to the questions? With your teacher’s and classmate’s
help, write ideas in each bubble. You will learn more answers to these questions in this unit.
What are some
crimes?
How do we prevent
(stop) crimes?
How do we get help
after a crime?
Crime
What do we do if we see
a crime?
Hubbs Center EL Civics 2011-2013
How do we stay
out of trouble?
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Crime Unit _ Section 1_Narratives
Staging a Crime Follow-up Activity (Int. & Adv.)
Directions: Read the question in each bubble. What are some possible answers to the questions? With your teacher’s and classmate’s help,
write ideas in each bubble. You will learn more answers to these questions in this unit.
What are some
crimes?
What are some
nonviolent crimes?
How do we
prevent crimes?
Crime
How do we get
emotional help
after a crime?
What do we do if a crime
has been committed?
Hubbs Center EL Civics 2011-2013
How do we stay
out of trouble?
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Crime Unit _ Section 1_Narratives
Crime Vocabulary (A2:Beg. & Int.)
Part 1: Types of Crimes Flash Cards
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Crime Unit _ Section 1_Narratives
Directions:
1. Cut out the flashcards on the previous page.
2. Write on the back of the flashcard both the word and the definition.
gang shooting – groups of people getting together to shoot somebody
drug dealing – selling illegal drugs to make money
robbery – using a weapon to steal something from someone or some place
drive-by shooting – shooting at people from a car and then driving away
burglary – breaking into a home or business and stealing something
breaking curfew – a child or teenager is out late, past the legal limit
breaking and entering – breaking into a home or business and going into it
when you are not welcome
vandalism – damaging property by breaking it or spray painting it
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Crime Unit _ Section 1_Narratives
Part 2: Vocabulary Matching: Match the crime with its definition.
Crime
Definition
____ 1. gang shooting
a. The crime of selling illegal drugs to make money
____ 2. drive-by shooting
b. The crime of breaking into a home, business,
etc. and stealing something
____ 3. burglary
c. The crime of using a weapon to steal something
____ 4. breaking and
entering
d. When a child is out late, past the legal time limit,
without a parent
____ 5. vandalism
e. When groups of people, usually young people,
organized around crime shoot at each other
____ 6. robbery
f. The crime of breaking into a home, business, etc.
and entering when you are not welcome
____ 7. breaking curfew
g. The crime of damaging property that is not yours
by breaking it, spray painting it, etc.
____ 8. drug dealing
h. The crime of shooting at people from a car and
then driving away
All of the vocabulary words above are nouns. They are all types of different
crimes.
 Many of these nouns can be changed to make another noun for the
person who commits the crime.
Example: noun: robbery
noun: robber (person)
 These nouns usually have an ‘er’ at the end, like the example above.
 Finally, many of these nouns also have verb forms. These verb forms
show the action of the crime.
Example: noun: robbery
verb: rob / robbed
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Crime Unit _ Section 1_Narratives
Cut out the cards at the bottom of the page. Put them on the chart in the correct place,
matching them with their definition.
Noun 1:
Name of crime
Definition
Noun 2:
Person of crime
Verb:
Action of crime
1. Related to: selling
illegal drugs to make
money
2. Related to: breaking
into a home, business,
etc. and stealing
something
3. Related to: using a
weapon to steal
something
4. Related to: groups of
people organized
around crime who
shoot at each other
5. Related to: damaging
property that is not
yours
gang
shooting
burglar
vandalize
vandalized
vandalism
robber
burglarize
burglarized
burglary
shooter
deal drugs
dealt drugs
drug
dealing
vandal
rob
robbed
robbery
drug
dealer
shoot
shot
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Crime Unit _ Section 1_Narratives
Part 3: Vocabulary Cards (Beg. & Int.): Cut out the vocabulary words and definitions and
match them together.
gang shooting
The crime of selling illegal drugs to make
money
drive-by
shooting
The crime of breaking into a home,
business, etc. and stealing something
burglary
The crime of using a weapon to steal
something
breaking and
entering
When a child is out late, past the legal time
limit, without a parent
vandalism
When groups of people, usually young
people, organized around crime shoot at
each other
robbery
The crime of breaking into a home,
business, etc. and entering when you are
not welcome
breaking
curfew
The crime of damaging property that is not
yours by breaking it, spray painting it, etc.
drug dealing
The crime of shooting at people from a car
and then driving away
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Crime Unit _ Section 1_Narratives
Part 4: Other Crime Vocabulary Matching (Beg.)
Now match these other vocabulary words about crime to their
definitions.
Vocabulary
Definition
_____ 1. victims
a. To be hit by a bullet from a gun
_____ 2. criminals
b. Something that can be used to hurt a
person
_____ 3. injured
c. A kind of weapon that is sharp and
used to cut
d. People who are hurt (body or property)
by a crime
_____ 4. shot
_____ 5. weapon
_____ 6. spray paint
e. Paint that comes in a tall, thin can that
you use by pushing a button
f. People who commit (do) crimes
_____ 7. knife
g. The place you must go to see a judge
for a crime; a legal government place
_____ 8. court
h. To be hurt
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Crime Unit _ Section 1_Narratives
Part 4: Other Crime Vocabulary Matching (Int. & Adv.)
Now match these other vocabulary words about crime to their definitions.
Vocabulary
Definition
_____
1. victims
i. A legal paper that says you must appear in
court
_____
2. criminals
j. A hat-like piece of clothing that covers your
face with holes for your eyes, nose, and mouth
_____
3. injured
k. To show up, present yourself
_____
4. shot
l. People who are hurt (body or property) by a
crime
_____
5. mask
m. Paint that comes in a tall, thin can that you use
by pushing a button
_____
6. weapon
n. People who commit (do) crimes
_____
7. knife
o. The place you must go to see a judge for a
crime; a legal government place
_____
8. bars
p. To be hurt
_____
9. peep hole
q. Something that can be used to hurt a person
_____
10. spray paint
r. A kind of weapon that is sharp and used to cut
_____
11. citation
s. A small glass circle in a door that you can see
out of but not into
_____
12. appear
t. Long pieces of metal over windows or doors
that keep something inside or outside
_____
13. court
u. To be hit by a bullet from a gun
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Crime Unit _ Section 1_Narratives
Part 5: Vocabulary Cards (Beg.): Cut out the vocabulary words and definitions and match
them together.
victims
Something that can be used
to hurt a person
criminals
A kind of weapon that is
sharp and used to cut
injured
To be hit by a bullet from a gun
shot
People who are hurt (body or
property) by a crime
court
Paint that comes in a tall, thin can
that you use by pushing a button
weapon
People who commit (do) crimes
knife
The place you must go to see a judge
for a crime; a legal government place
spray paint
To be hurt
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Crime Unit _ Section 1_Narratives
Part 5: Vocabulary Cards (Int. & Adv): Cut out the vocabulary words and definitions and
match them together.
victims
criminals
A legal paper that says you must appear in
court
A hat-like piece of clothing that covers your
face with holes for your eyes, nose, and
mouth
injured
To show up, present yourself
shot
People who are hurt (body or property) by a
crime
mask
Paint that comes in a tall, thin can that you
use by pushing a button
weapon
People who commit (do) crimes
knife
The place you must go to see a judge for a
crime; a legal government place
bars
To be hurt
peep hole
Something that can be used to hurt a person
spray paint
citation
A kind of weapon that is sharp and used to
cut
A small glass circle in a door that you can see
out of but not into
appear
Long pieces of metal over windows or doors
that keep something inside or outside
court
To be hit by a bullet from a gun
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Crime Unit _ Section 1_Narratives
Part 6: What about you? (Beg.)
In a small group, talk about the following questions:
1. What are some crimes you know about in the U.S.?
2. What happens when you commit (do) a crime in the U.S.?
3. What crimes do you have in your native country?
4. What happens when you commit (do) a crime in your country?
5. Do you know of someone who committed (did) a crime?
6. What did he/she do? What happened to him/her after?
Compare crimes in the U.S. with the crimes in your country. What is
different? What is the same? Write in the Venn diagram.
The United States
My Country: ___________
Different
Different
Same
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Crime Unit _ Section 1_Narratives
Part 6: What about you? (Int. & Adv.)
In a small group, talk about the following questions:
1. What are some crimes you know about in the U.S.?
2. Why do you think people do these crimes?
3. What happens when you commit a crime in the U.S.?
4. Do you think the consequences are fair?
5. What crimes do you have in your native country?
6. What happens when you commit a crime in your country?
7. Do you know of someone who committed a crime?
8. What did he/she do? What happened to him/her after?
Compare crimes in the U.S. with the crimes in your country. What is
different? What is the same? Write information in the Venn diagram below.
The United States
My Country: ___________
Different
Different
Same
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Crime Unit _ Section 1_Narratives
Crime Narratives: Reading Jigsaw (A3:Beg.)
Part 1: Group Reading
Directions: In a small group, read the crime story your teacher assigns
you. Then answer the questions.
Story 1: No Fun Playing Basketball
Jose moved to the United States from Mexico when he was 8 years old.
Now he is an Emergency Medical Technician (EMT). He drives the
ambulance and helps people who have emergencies.
Today, he went to a park where there was a gang shooting. He saw
four victims, two young men were dead and two other young men were
bleeding badly. Jose is very well trained for his job, but when he sees
young people killing each other he feels sick. The two dead young men
were sixteen or seventeen years old. One was shot in the head and the
other was shot three times in the chest. One of the injured young men
was shot in the leg and the other was shot in the shoulder.
Jose helped the two boys who were alive. The police were looking
over the other two victims. He heard a policeman say it was a drive-by
shooting. Jose felt very sad. He knew the boys were too young; too
young to be shot, too young to die.
1. What was the crime? ___________________________________
2. Who were the victims? _________________________________
3. Who were the criminals? ________________________________
4. What happened? ______________________________________
_____________________________________________________
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Crime Unit _ Section 1_Narratives
Story 2: A Surprise at the Lake
Soua was walking in the park with her two children. They go to the
park every day in the summer. Her children ride their bikes. Soua walks
behind them.
Today was a beautiful sunny day. Soua was happy watching her
children ride their bicycles. Suddenly, a man jumped out of the woods in
front of her. He was holding a weapon, a knife. “Give me your money,”
he yelled. Soua gave the man her purse. She was very afraid. The robber
took the purse and pushed Soua down. Then he ran away. Soua started
to cry.
Then Soua remembered her children. They were far in front of her,
riding their bicycles. She was happy they did not see anything. She ran to
her children. She smiled at them. “Who can ride bicycle the fastest?” she
asked. The children thought it was a fun game. They rode their bikes
home fast and Soua ran after them.
1. What was the crime? ___________________________________
2. Who were the victims? _________________________________
3. Who were the criminals? ________________________________
4. What happened? ______________________________________
_____________________________________________________
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Crime Unit _ Section 1_Narratives
Story 3: A Basement Apartment
Ha Nay went to visit her friend, Paw. Paw was sitting on the floor. She
was crying. Ha Nay saw that there was no TV on the TV stand. She saw
the broken window. She saw things all over the floor. “What happened?”
Ha Nay asked.
Paw told Ha Nay that someone burglarized her apartment. Her
apartment is on the first floor. Someone broke the window and got in.
They stole her TV and her computer. They stole her DVDs and video
games.
Paw said she talked to the police. They told her there were many
burglaries in the neighborhood. They wrote up a police report. They said
they would look for the person who did this. They said they would try to
find her things.
Ha Nay helped Paw clean her apartment. “Don’t worry, Paw,” she said.
“I will give you a TV. I have an extra TV I never watch.”
1. What was the crime? ___________________________________
2. Who were the victims? _________________________________
3. Who were the criminals? ________________________________
4. What happened? ______________________________________
_____________________________________________________
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Story 4: A Knock Late at Night
Abdusalam woke up at late at night. There was a knock on the door.
He ran to the door. A policeman was at his door. Abdusalam saw his 16year-old son with the policeman. He was very surprised!
The policeman said, “Your son was in the park at night. He is breaking
curfew. Curfew is 11:00 PM on Saturday night. That means he must be
home before 11:00 PM. He was also vandalizing the playground.”
The policeman showed Abdusalam a can of red spray paint . “Your son
was spray painting the playground. His friends were breaking things too.
This is vandalism. Now the children cannot play in the park. It will cost a
lot of money to fix the playground.”
The policeman gave Abdusalam a paper. “Your son must go to court.
Here is the phone number you must call.”
Then the policeman said to Abdusalam’s son. “You look like a good
kid. Get a good education and stay out of trouble.”
1. What was the crime? __________________________________
2. Who were the victims? _________________________________
3. Who were the criminals? ________________________________
4. What happened? ______________________________________
_____________________________________________________
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Part 2: Jigsaw:
Now make a new group with one person from each of the other groups. Each person in your group
should have read a different story.
 Start with Story 1. The person who read this story must give the answers from story 1 for the 4
questions.
 All the other students will write down the answers in the chart below.
 Continue with Story 2, 3, etc. until each person has shared his/her answers.
Story 1
Story 2
Story 3
1. What was the crime?
2. Who were the
victims?
3. Who were the
criminals?
4. What happened?
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Story 4
Crime Unit _ Section 1_Narratives
Part 3: Comprehension
Story 1: No Fun Playing Basketball
1. Where is Jose from? _______________________________________
2. When did he come to the U.S.? ______________________________
3. What is his job? __________________________________________
4. Where did Jose go today? __________________________________
5. What did he see when he got there? __________________________
6. How many victims were there? ______________________________
7. What happened to the victims? ______________________________
8. What did the policeman say happened?
________________________________________________________
9. How did Jose feel about what happened?
________________________________________________________
10. How do you feel about this crime? __________________________
________________________________________________________
Story 2: A Surprise at the Lake
1. Where does Soua go every day? _____________________________
2. What does she do there every day? __________________________
3. What do her children do? __________________________________
4. What happened to Soua? __________________________________
_______________________________________________________
5. Where did the man come from? _____________________________
6. What was he holding? _____________________________________
7. What did he take from Soua? _______________________________
8. How did Soua feel after the robbery? _________________________
9. Why did Soua ask her children, “Who can ride bicycle the fastest?”
________________________________________________________
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Story 3: A Basement Apartment
1. Who did Ha Nay visit? _______________________________________
2. What was Paw doing? _______________________________________
3. What did Ha Nay see in the apartment? _________________________
__________________________________________________________
4. What did Paw say happened? _________________________________
__________________________________________________________
5. What did the burglar take? ___________________________________
6. How did the burglar get into the apartment? _____________________
7. What did the police tell her about her neighborhood?
__________________________________________________________
8. What did the police write? ___________________________________
9. What did the police say they will do? ___________________________
__________________________________________________________
10. What did Ha Nay say she will do for Paw? _______________________
Story 4: A Knock Late at Night
1. When did Abdusalam wake up? _______________________________
2. Why did he wake up? _______________________________________
3. Who did Abdulsalam see at the door?___________________________
4. Why was he very surprised ?__________________________________
5. Why was the police officer there?
_________________________________________________________
6. What did Abdusalam’s son do? ________________________________
7. What did the police officer show Abdusalam? ____________________
8. Where will Abdusalam’s son have to go?________________________
9. Why can’t the children play in the park? ________________________
_________________________________________________________
10. Why does the police officer tell Abdusalam’s son to get a good
education? ______________________________________________
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Crime Narratives: Reading Jigsaw (A3:Int.)
Part 1: Group Reading
Directions: In a small group, read the crime story your teacher assigns you.
Then answer the questions.
Story 1: No Fun Playing Basketball
Jose moved to the United States from Mexico when he was 8 years old. He
learned to speak English very quickly so he was able to do very well in school.
He graduated from high school and got a 2-year degree at the local university.
Now he is an Emergency Medical Technician (EMT). He drives the ambulance
and helps people who have emergencies. Jose has seen a lot of terrible
emergencies.
Today, he was sent to a basketball court in a local park where there was a
gang shooting. When he got there, he saw four victims, two young men were
already dead and two other young men were lying on the basketball court
bleeding badly. Jose is very well trained for his job, but still, when he sees
young people killing each other he feels sick to his stomach. The two dead
young men were between fifteen and seventeen years old. One was shot in
the head and the other was shot three times in the chest. One of the injured
young men was shot in the leg and the other was shot in the shoulder.
Jose did his job to help the two victims that were still alive. The other two
victims were being looked over by the police. He could hear the policemen
say that it was a drive-by shooting by a rival gang. Jose didn’t know if the
victims were gang members or not. All he knew was that they were too
young; too young to be shot, too young to die.
1. What was the crime?
2. Who were the victims?
3. Who were the criminals?
4. What happened to the victims?
5. What happened to the criminals?
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Crime Unit _ Section 1_Narratives
Story 2: A Surprise at the Lake
Soua was walking in the park with her two children. They go to the park
almost every day in the summer. Her four-year-old rides his tricycle and her
five-year-old rides his bike. Soua walks quickly behind them. She likes to get
exercise because she gained a lot of weight since she came to the United
States from Thailand three years ago.
Today was a beautiful sunny day. Soua was watching her children and
smiling about how well they were riding on their cycles. Suddenly, a man in a
black mask jumped out of the woods in front of her. He was holding a
weapon, a knife. He ran up to her and grabbed her by the hair, putting the
knife at her throat. “Give me your money,” he yelled. Soua had a small purse
on her shoulder and handed it to the man. She didn’t breath and she didn’t
say anything. She didn’t know what the man was going to do. The mugger
took the purse, pushed Soua to the ground, and ran back into the woods.
Soua started to shake and cry. She couldn’t believe she had been mugged.
Then Soua remembered her children. They were further in front of her, still
riding their cycles. She was so relieved that they didn’t see anything. She got
up quickly and even though she was shaking, she wiped the tears off her face
and ran to her children. Smiling the best she could she said, “Let’s see who
can get home the fastest!” The boys thought it was a game so laughing they
rode their bikes home as fast as they could with Soua running after them.
1. What was the crime?
2. Who were the victims?
3. Who were the criminals?
4. What happened to the victims?
5. What happened to the criminals?
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Crime Unit _ Section 1_Narratives
Story 3: A Basement Apartment
Ha Nay went to visit her friend, Paw. When she entered the apartment,
she saw Paw sitting on the floor crying. Then she saw that there was no TV on
the TV stand. She looked around the room and saw broken glass and things
thrown all over. “Oh my gosh!” Ha Nay exclaimed. “What happened?”
Paw told Ha Nay that someone had burglarized her apartment. Her
apartment is on the basement level and someone broke the window and got
in. They stole the TV, her computer, and some other small items like DVDs
and video games.
Paw said the police had left about a half hour before Ha Nay came. They
told her there had been a lot of burglaries in the neighborhood. They wrote
up a police report and told her that if they found her things or the person or
persons who had done this they would call her. “Breaking and entering into a
basement apartment is too easy,” they said. “You need to get bars on your
windows.”
Ha Nay felt horrible for Paw. She helped her clean up her apartment.
“Don’t worry, Paw,” she said. “We will get bars on the windows. And, I will
give you the TV I have in my bedroom. I never watch it anyway.”
1. What was the crime?
2. Who were the victims?
3. Who were the criminals?
4. What happened to the victims?
5. What happened to the criminals?
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Crime Unit _ Section 1_Narratives
Story 4: A Knock at Midnight
Abdusalam woke up at midnight. What was that? He thought. It was a
loud knock on the door. He jumped out of bed and ran to the door. He
looked through the peep hole before he opened it. He saw a policeman.
What is a policeman doing at my door? He asked himself.
Abdisalam opened the door for the policeman. Then he was really
surprised! His 16-year-old son was standing next to the policeman. “I’m sorry
to disturb you,” the policeman said, “but we found your son in the park. Not
only was he breaking curfew, which is 11:00 PM on Saturday night, he was
also vandalizing the equipment.”
The police officer held up a clear plastic bag with a can of red spray paint in
it. “We caught him spray painting words all over the equipment and his
friends were breaking parts of the equipment too. Vandalism is a serious
crime. Think about all the children who will not be able to use the park now.
Think about how much money it will take to fix the equipment.”
The police officer handed Abdusalam a citation. “This citation means that
you and your son will have to appear in court. Here is the phone number you
must call and here is my card if you have any questions. Thank you, and have
a good night.” Then the officer turned to Abdusalam’s son. “You look like a
good kid. Don’t hang out with the wrong kids. Get a good education and stay
out of trouble.”
1. What was the crime?
2. Who were the victims?
3. Who were the criminals?
4. What happened to the victims?
5. What happened to the criminals?
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Part 2: Jigsaw:
Now make a new group with one person from each of the other groups. Each person in your group should have
read a different story.
 Start with Story 1. The person who read this story must give the answers from story 1 for the 5 questions.
 All the other students will write down the answers in the chart below.
 Continue with Story 2, 3, etc. until each person has shared his/her answers.
Story 1
Story 2
Story 3
1. What was the crime?
2. Who were the
victims?
3. Who were the
criminals?
4. What happened to
the victims?
5. What happened to
the criminals?
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Story 4
Crime Unit _ Section 1_Narratives
Part 3: Comprehension
Story 1: No Fun Playing Basketball
1. Where is Jose from? __________________________________________
2. How long has been in the U.S.? __________________________________
3. What does he do for a living? ___________________________________
4. Where did Jose get sent today? _________________________________
5. What did you discover when he got there? ________________________
6. How many victims were there? __________________________________
7. What was the condition of the victims? ___________________________
8. What did the police officers say happened? ________________________
9. How did Jose feel about what happened? _________________________
10. Why does Jose think that the victims are too young to die even if they
happen to be gang members? __________________________________
___________________________________________________________
Story 2: A Surprise at the Lake
1. Where is Soua from? __________________________________________
2. How long has she been in the U.S.? ______________________________
3. Why does she go walking every day? _____________________________
4. What do her children do when she is walking? _____________________
___________________________________________________________
5. What happened to Soua? ______________________________________
6. Where did the man come from? _________________________________
7. What did he do with his weapon? _______________________________
8. What did he take from Soua? ___________________________________
9. How did Soua feel after the attack? ______________________________
10. Why did Soua tell her children “Let’s see who can get home the
fastest!” ____________________________________________________
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Crime Unit _ Section 1_Narratives
Story 3: A Basement Apartment
1. Who did Ha Nay go to visit? ________________________________________
2. Where was Paw and what was she doing when she entered the apartment?
_______________________________________________________________
3. What else did she see when she entered the apartment? _________________
_______________________________________________________________
4. What did Paw say had happened? ___________________________________
_______________________________________________________________
5. What did the burglar(s) take? _______________________________________
6. When did the police come? _________________________________________
7. What did the police do? ___________________________________________
_______________________________________________________________
8. What did they tell Paw to do? ______________________________________
9. Why did they want her to do this? ___________________________________
_______________________________________________________________
10. What did Ha Nay say she would do for Paw? __________________________
_______________________________________________________________
Story 4: A Knock at Midnight
1. When did Abdusalam wake up? _____________________________________
2. Why did he wake up? _____________________________________________
3. Who did Abdulsalam see when he looked through the peep hole?
_______________________________________________________________
4. Why was he very surprised when he let the police officer in? ______________
_______________________________________________________________
5. Why was the police officer there? ____________________________________
_______________________________________________________________
6. What did Abdusalam’s son do? ______________________________________
7. What did the police officer show Abdusalam? __________________________
8. What did the police officer give to Abdusalam?_________________________
9. Why will the children not be able to use the park? ______________________
_______________________________________________________________
10. Why does the police officer tell Abdusalam’s son to not hang out with the
wrong kids and to get a good education? _____________________________
_______________________________________________________________
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Crime Narratives (A3:Adv)
Story 1: Purse-Snatching:
Pre-Reading Vocabulary – Match the word with its definition.
1.
2.
3.
4.
5.
6.
Vocabulary
Especially
bump into
Rush
snatch or grab
Strap
Shock
Definition
a. to quickly take something
b. to move by someone quickly
c. to hit or move into someone in a forceful way
d. a sudden, unpleasant feeling (a bad surprise)
e. very; more than usually
f. a thin, part of material – the handle of a purse
Reading:
Purse-snatching
Lubna loves going to the adult school. She is learning English and
has met many friends there. She lives close enough to the school to walk, especially
when the weather is nice. Sometimes she goes grocery shopping when her classes are
finished.
One day, Lubna was walking out of school when a man bumped into her and began to
rush past her. He grabbed her purse and started to run. The strap slipped through
Lubna’s fingers before she even had time to react. Lubna was shocked and yelled,
“Stop!” but it was too late. The man got into a parked car and took off. Lubna started to
cry. Inside her purse was everything important to her – her wallet, including a lot of
money, her school ID, driver’s license and credit cards. She also lost her keys – to her
house and her car. In her purse were pictures of her children and family. Thank
goodness she didn’t have her passport with her! Still, she was so upset, she didn’t even
know what to do.
1. What should Lubna do now?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What can Lubna do to prevent this crime from happening again?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Crime Unit _ Section 1_Narratives
Story 2: Stalking
Pre-Reading Vocabulary
Can you demonstrate what these words mean? Act them out.
 stalk
 notice
 anxious/nervous
Reading:
Stalking
Amira is a beautiful young woman. People notice her wherever she goes. She is a single
mother who works hard and is trying to make a good life in a new country. She with her
baby daughter, Senna. She has a cousin who comes to watch Senna when Amira goes to
work at Walmart Tuesday – Saturday nights.
Lately when Amira has been walking to the bus stop, she’s noticed the same man walking
behind her. He also has been getting on the bus at her stop and off the bus when at the
Walmart stop. He walks behind her until she goes into work. He is outside when she gets
off work and then he rides the bus and gets off when she does. She walks to her home,
looking over her shoulder the whole time, but usually the man walks slowly behind her,
so she thinks that maybe he lives nearby.
Last week, the man said hello to her and smiled. But his smile was not nice. It was not a
warm, friendly smile. Instead it made her feel nervous. She said hello and then looked
away. He continued watching her and she did not like it. He followed her more closely
and then asked her if she works every day. She didn’t answer. She was anxious the
whole time she was working, because she knew he would be waiting outside for her. She
didn’t even know if he was breaking the law, because he didn’t touch her or hurt her, and
talking to someone isn’t against the law. Still, she knows that he is following her and the
way he looks at her makes her nervous.
1. Do you think the man is breaking the law? Why or why not?
____________________________________________________________________
____________________________________________________________________
2. What can Amira do?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. If Amira doesn’t do anything, what might happen next?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Crime Unit _ Section 1_Narratives
Story 3: Impersonating an Officer
Pre-Reading Vocabulary: Match the words to the pictures.
Sedan
Uniform
Badge
Reading:
Impersonating an Officer
Khoua was walking to her friend’s house one day when a red sedan stopped on the road
next to her. A man got out of the car and walked up to her. She saw that he was wearing
a uniform and thought he must be a police officer. He didn’t show her a badge, but he
asked her, “What is your name?” “Khoua,” she replied. “What is your telephone
number?” he demanded.
Khoua started to wonder what had she done wrong. There was even a little part of her
brain that wondered if he was a real police officer, but she decided he must be, so she
answered his question. “(651) 555-1352,” she said quietly. “I need you to get in my car,”
he said. When she hesitated, he said, “Right now!”
Something about this didn’t feel right. Khoua was scared, so she ran. She didn’t even
turn around to see what the officer was doing. Was he following her? Was she going to
be arrested? When she got to her friend’s house, she was shaking and in tears.
Khoua explained everything that had happened. Her friend said, “Khoua, that was a very
dangerous situation. I don’t think that man was a police officer. Where was his police
car? Where was his badge? What did you do wrong? Nothing!” Khoua knew she was
right, but she was full of so many emotions. She was still new to the country and didn’t
want to break the law and get arrested.
1. Do you think the man who stopped Khoua was a real police officer?
_________________________________________________________________
_________________________________________________________________
2. Do you think the man wanted to hurt Khoua?
_________________________________________________________________
_________________________________________________________________
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Crime Unit _ Section 1_Narratives
3. Did Khoua do the right thing by giving the man her name and telephone
number?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Did Khoua do the right thing by running away?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What would you do in this situation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. How do you know if someone is a real police officer or just someone
impersonating a police officer?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Writing:
Choose one of the people from a story above and pretend they are your friend.
What advice would you give? Write what you would say below.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Crime Unit _ Section 1_Narratives
Grammar (A4:Beg.)
Part 1: Finding the base form:
Look at these words:
study
studying
studied
student
studious
Do you see that all of the words have one part that is the same?
study
studying
studied
student
studious
That part is called the base form. The base form is the part of the
word that has the meaning.
Study is the base form. All the other words have study inside them.
(The spelling may change a little.)
Study means to practice so that you can learn.
These words ALL are related to practicing so that you can learn.
Related to means that the words are connected
to the same meaning.
Look at the diagram below. Just like you are related to your brothers
and sisters, cousins, etc., words are related to each other.
mother
student
father
aunts
uncles
Me
cousins
Hubbs Center EL Civics 2011-2013
brother
sister
studied
Study
studying
studious
41
Crime Unit _ Section 1_Narratives
Underline the base form in each word. Write the meaning on the
line. This is the meaning ALL the words are related to.
1.
burglar
burglary
burglarize
Related to ___________________________________________
2.
shooting
shooter
shoot
Related to ___________________________________________
3.
robber
robbing
rob
Related to ___________________________________________
4.
vandalism
vandal
vandalize
Related to ___________________________________________
Now practice with these new words:
1.
thief
theft
thieves
Related to ___________________________________________
2.
deal
dealing
dealer
Related to ___________________________________________
3.
injure
injury
injured
Related to ___________________________________________
4.
killing
killer
kill
Related to ___________________________________________
5.
crime
criminal
criminality
Related to ___________________________________________
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Crime Unit _ Section 1_Narratives
Part 2: Suffixes
We can change the base form of a word. We can add letters at the
end of the word. This is called a suffix.
teach → change to → teacher
‘er’ is the suffix. We put it at the end of ‘teach’ to make ‘teacher’.
Here are some more examples:
Base Form
Suffix
Word
Parts of speech
rob
Ery
robbery
ery / ary / ury usually make nouns
shoot
Ing
shooting
rob
Er
robber
injure
Ed
injured
vandal
Ize
vandalize ize usually makes a verb
vandal
Ism
vandalism ism usually makes a noun
ing is added to a verb and usually
makes verbs or nouns
er / ar / or usually make nouns.
These nouns are usually a person
ed is added to a verb and usually
makes verbs or adjectives
Look at the words below. Circle the base form and underline the
suffix.
Robbery
criminal
vandalism
Vandalize
robber
injured
Burglary
killing
burglarize
What are some suffixes you found? Write them below.
________
________
_________
_________
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Crime Unit _ Section 1_Narratives
Part 3: Using Different Word Forms
Look at each group of words. Use the correct word in each sentence.
1. burglar / burglary / burglarized
a. _______________ is a crime in my neighborhood.
b. I saw a _____________ come in through the window.
c. The man _______________ my friend’s apartment.
2. injured / injury / injure
a. I went to the hospital because I had a serious _______.
b. The woman was ____________ in the accident.
c. Many children ____________ themselves with knives.
3. vandalized / vandal / vandalism
a. ____________ is a big problem in our city.
b. The _________ spray painted the building and broke the
windows.
c. The teen agers ___________ the store.
4. robber / robbed / robbery
a. The police came to our apartment because a ___________
had been committed.
b. The police caught the _________ when he tried to run away.
c. The young woman ___________ the store with a gun.
5. shot / shooter /shooting
a. The ___________ got away before the police came.
b. He _________ four people.
c. There was a ___________ in my neighborhood last night.
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Crime Unit _ Section 1_Narratives
Grammar (A4:Int.)
Part 1: Finding the base form:
Look at these words: study
studying
studied
student
Do you see that all of the words have one part that is the same?
study
studying studied
student
studious
studious
That part is called the base form. The base form is the part of the word that
has the meaning.
Study is the base form. All the other words have study inside them, although
the spelling may change a little. Study means to practice so that you can learn
something. So, all of these words are related to practicing so that you can
learn something. Related to means that the words are connected to the same
meaning. Look at the diagram below. Just like you are related to your brothers
and sisters, cousins, etc., words are related to each other.
student
parents
aunts &
uncles
Me
siblings
cousins
studied
Study
studying
studious
Remember these words? Underline the base form in each word. Think about what
each word means then write what all the words are related to.
1.
burglar
burglary
burglarize
Related to ___________________________________
2.
shooting
shooter
shoot
Related to ___________________________________
3.
robber
robbing
rob
Related to ___________________________________
4.
vandalism
vandal
vandalize
Related to ___________________________________
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Crime Unit _ Section 1_Narratives
Now practice with these new words:
1.
thief
theft
thieves
Related to ___________________________________
2.
robbery
rob
robber
Related to ___________________________________
3.
injure
injury
injured
Related to ___________________________________
4.
killing
killer
kill
Related to ___________________________________
5.
crime
criminal
criminality
Related to ___________________________________
6.
illegal
legal
legality
Related to ___________________________________
Part 2: Suffixes
When we change the base form of a word, sometimes we add letters at the end of
the word. This is called a suffix. Here are some examples:
Word
robbery
shooting
Base Form Suffix
Rob
ery
Shoot
ing
robber
Rob
er
injured
Injure
ed
vandalize Vandal
vandalism Vandal
ize
ism
Parts of speech
ery / ary / ury usually make nouns
ing is added to a verb and usually makes
verbs or nouns
er / ar / or usually make nouns. These nouns
are usually a person
ed is added to a verb and usually makes
verbs or adjectives
ize usually makes a verb
ism usually makes a noun
Look at the words below. Circle the base form and underline the suffix.
Robbery
criminal
vandalism
Vandalize
robber
injured
Burglary
killing
burglarize
What are some suffixes you found? Write them below.
________
________
_________
_________
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Crime Unit _ Section 1_Narratives
Part 3: Using Different Word Forms
Now look at each group of words. Then choose which word to use in each of
the sentences that follow.
1. burglar / burglary / burglarized
a. __________ is a crime that happens a lot in my neighborhood.
b. I saw a __________ come in through the window.
c. The man ___________ the restaurant.
2. injured / injury / injure
a. I went to the emergency room because I had a serious ________.
b. The woman’s leg was ________ when she fell.
c. Many people _________ themselves with knives.
3. vandalized / vandal / vandalism
a. ___________ is a big problem in our city.
b. The ________ spray painted the building and broke all the
windows.
c. The teen agers ___________ the store.
4. robber / robbed / robbery
a. The police came to our apartment building because a _________
had been committed.
b. The police caught the __________ as he tried to run away.
c. The young woman ________ the store with a gun.
5. shot / shooter /shooting
a. The _________ got away before the police came.
b. He _________ four people.
c. There was a __________ in my neighborhood last night.
6. killer / killing /killed
a. The gang shot and ______ three young men last night.
b. ____________ someone is a serious crime.
c. The police arrested the _________ and put him in jail.
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Crime Unit _ Section 1_Narratives
Writing (A5:Beg.)
Look at each picture.
 What kind of crime is it?
 What kind of criminal is it?
 What is the criminal doing?
Remember to use related words that have the same base form.
1.
This crime is theft. There is a thief in
the house. He is stealing a radio. He is
walking quietly so no one can hear him.
2.
______________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
3.
________________________________
_________________________________
___________________________________
___________________________________
___________________________________
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Crime Unit _ Section 1_Narratives
Writing (A5: Int. & Adv.)
Look at each picture. What kind of crime is it? What kind of criminal is it?
What is the criminal doing? Remember to use related words that have the
same base form. For example, if the picture shows someone stealing a car,
An auto theft is being committed. The thief is trying to steal a car.
He is breaking into the car so he can drive it away.
1.
______________________________
___________________________________
___________________________________
___________________________________
_________________________________
2.
______________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
3.
________________________________
_________________________________
___________________________________
___________________________________
___________________________________
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Crime Unit _ Section 1_Narratives
Speaking (A6: Beg.)
Teacher’s Note: Prepare 1 set of Question Cards and 1 set of Crime Picture Cards for each team.
Directions: In a small group, share the information you learned about crime.
1. Make a group of 3 or 4 students.
2. Put the Crime Picture Cards and the Question Cards in separate piles face
down on the table.
3. Choose one student to be the score keeper. This student will put the
names on the score card and will put down the points for each student.
4. Choose which student will start. (You will go in clockwise direction for
the next play.)
5. Pick a Crime Picture Card from the top of the pile.
6. Pick a Question card from the top of the other pile.
7. Answer the question about the Crime Picture you picked.
8. If the students in your team agree that you are correct, you get 1 point.
9. If the students in your team agree that you are incorrect, you do not get
a point and it is the next student’s turn.
10. When the teacher says that the time is over, count up the points on the
scorecard. The student with the most points wins the game.
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Crime Unit _ Section 1_Narratives
Crime Picture Cards & Question Cards
What is the crime?
Who is the criminal?
What is the
criminal doing?
Who is the victim?
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Crime Unit _ Section 1_Narratives
Scoring
Directions:
1. Write the names of each team member in the box that says “Name”.
2. Each time the student gets his/her question correct, write a tally / in the
box under their name.
3. When they get a total of 5 points, cross the 4 other tallies with the 5th
tally: //// So, every group like this is worth 5 points.
Scorecard
Name
Name
Name
Name
Total:
Total:
Total:
Total:
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Crime Unit _ Section 1_Narratives
Speaking (A6: Int. & Adv.)
Talk to your classmates about crime. Remember to use the vocabulary words we
learned.
1. Have you or someone you know ever seen a crime? What kind of crime was
it? What happened?
2. Is there crime in your neighborhood? What kind of crime?
3. Is there crime in your country? What kind of crimes?
4. Do you think there are more crimes in the U.S. than in your country? Or are
there more crimes in your country than the U.S.?
5. Has anyone you know ever committed a crime? What kind of crime? What
happened? Do you know why they committed the crime?
Speaking (A6)
Talk to your classmates about crime. Remember to use the vocabulary words we
learned.
1. Have you or someone you know ever seen a crime? What kind of crime was
it? What happened?
2. Is there crime in your neighborhood? What kind of crime?
3. Is there crime in your country? What kind of crimes?
4. Do you think there are more crimes in the U.S. than in your country? Or are
there more crimes in your country than the U.S.?
5. Has anyone you know ever committed a crime? What kind of crime? What
happened? Do you know why they committed the crime?
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Crime Unit _ Section 1_Narratives
In the News (SP:Beg.)
Part 1: Watch the video clip of the news. Answer the questions below.
(http://video.foxnews.com/v/1622103036001/video-dunkin-donuts-robbery)
1.
What kind of crime was it?
What happened?
When did it happen?
Where did it happen?
How did it happen?
Why do you think it
happened?
2.
What kind of crime was it?
What happened?
When did it happen?
Where did it happen?
How did it happen?
Why do you think it
happened?
Part 2: Now pretend that you are a news anchor. Use the information to report the
crimes to your class. Practice with a partner then report these crimes to the class.
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Crime Unit _ Section 1_Narratives
In the News (SP:Int. & Adv.)
Part 1: Watch the news at home. Answer these questions about the crimes
that were reported.
1.
What kind of crime was it?
What happened?
When did it happen?
Where did it happen?
How did it happen?
Why do you think it
happened?
2.
What kind of crime was it?
What happened?
When did it happen?
Where did it happen?
How did it happen?
Why do you think it
happened?
Part 2: Now pretend that you are a news anchor. Use the information to
report the crimes to your class. Practice with a partner then report these
crimes to the class.
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